Document - HALTE À LA VIOLENCE CONTRE LES FEMMES (CAMPAGNE). Pour que les droits deviennent réalité : ateliers de sensibilisation aux questions liées au genre
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INTRODUCTION:
This Human Rights Education (HRE) pack forms the first stage of the HRE component of The Stop Violence Against Women (SVAW) Activist Toolkit which is being developed as part of Amnesty International’s 2004 Stop Violence Against Women Campaign.
The Activist Toolkit covers three main disciplines and is designed to provide a comprehensive package for activism within the context of Amnesty International’s SVAW Campaign. The toolkit contains three free-standing components on:
· Human Rights Education workshops and supporting resources
· A Legal Section which analyses ‘state accountability’ and the standard of due diligence.
· A Campaigning Section which sets out how touse the legal concept of due diligence as a tool to campaign on violence against women
Each section of the toolkit is designed to complement the sister parts of the toolkit and together are envisaged as a resource to enable AI activists, Women’s Rights activists and others to be informed and take action to prevent Violence Against Women (VAW) .
The HRE Material:
The HRE material will form a number of packs and falls into two stages:
Stage One (this pack) – Gender Awareness Workshops: This part of the toolkit is designed to generate reflection and deeper understanding of the social construction of gender, gender discrimination and the link between these and VAW.
Stage Two - Specialist HRE workshops and resources:This second stage will provide specialised HRE materials for specific target groups and deepen understanding of legal concepts and standards. (these stage two materials will be available in the latter part of 2004).
Introduction to Gender Awareness:
Central to any activist’s ability to take action to prevent VAW is an awareness and analysis of the concept of gender, the social nature of its construction and the links between gender bias and VAW.
Becoming gender aware is to understand the constraints placed on women and men due to prejudices inherent in the construction of their gender.
Social norms, values and behaviour define the roles and status of women and men in society. It is the toleration of these discriminatory norms and values that often paves the way for acts of violence against women to occur.
This pack is designed to assist participants through the process of becoming gender aware and to take them beyond static awareness to a point of action: demonstrating their awareness through actions and behaviour.
By reflecting on and deepening our personal understanding and relationship to gender we can begin to unravel the complex beliefs which give rise to gender discrimination and in turn VAW. In doing so, we can develop our capacity as activists to tackle this worldwide Human Rights violation.
This pack has been divided into two modules.
Module One:
By the end of Module One participants will have:
· Explored their own understanding of gender
· Questioned commonly held assumptions on the construction of gender
· Explored the concepts of stereotypes, prejudice and power and their relationship to VAW
· Made links between gender-based discrimination and VAW
· Identified the relationship between VAW and Human Rights Violations
· Have an understanding of what VAW is and the extent to which it happens
Module Two:
By the end of Module Two, participants will have:
· Located Women’s Rights within the Human Rights framework
· Be aware of main barriers to preventing VAW including the public/ private dichotomy
· Understood key terminology surrounding gender issues
· Explored ways of addressing VAW
· Set own action methods and goals
Who Should Use This HRE Pack
This pack has been designed for use by Human Rights Educators and Trainers working in the field of Women’s Rights.
The material can be used with participants of a varying degree of expertise in the area of Human Rights and/or Women’s Rights. It is left to the facilitator’s discretion how to grade material in such cases.
The activities have been written with an adult audience in mind but most can be adapted for a younger audience (although facilitators should give considerable attention to suitability of case study materials and other resources when working with young people).
The material in Module Onecan be used with participants with little or no prior exposure to discussions on gender and is a useful starting point for self reflection by AI members, Human Rights activists and wider civil society members.
The material in Module Twobuilds on issues and topics raised in module one. It is designed to be used with participants made up of activists working on Women’s Rights issues and is directed at AI members and the wider community.
How To Use This Pack:
Each Module is made up of four three hour sessions. The two modules have been designed to run either side by side or independently as free standing units. The facilitator, however, should not be afraid of using the pack as a pick ‘n’ mix of ideas, selecting activities from different sessions and Modules and matching them with others to devise their own shorter workshop sessions.
Each session plan contains the aims of the session and a step by step guide on how to carry out each activity. An estimate of time needed for each session and activity is indicated alongside the title (NB. these are estimate timings and may vary according to each group. They are based on working with a group of 15 participants – for larger or smaller groups timings should be modified according to the facilitator’s judgement).
The material is learner focused and uses a wide range of education techniques including: group work, role plays, case studies, brainstorms, discussions, and art work. All the activities are highly participatory and it is advised that the participants be seated in a circle on chairs with tables left to one side of the room. The facilitator should include themselves in the circle.
Materials:
In addition to detailed facilitator’s notes all the materials necessary for each session are contained in the materials section at the back of the pack. It includes:
· Handouts - to be photocopied and given to participants to keep
· Cut outs - to be cut out and used during the session
Examples of some of the brainstorming sessions are included among the session plans in each Module. Each session also includes:
Tips for Facilitators
This pack has been produced as a generic resource for Human Rights Educators within and outside of Amnesty International. The pack was piloted in different countries and as far as possible hopes to reflect a multicultural awareness and approach to the issues of gender and VAW.
We do however recommend that all facilitators consider the following tips:
· The workshops should be facilitated and/or adapted where necessary to take account of the local cultural and political context, although without changing the objectives of each session.
· Facilitators should prepare in advance of the workshops in order to be familiar with all the sessions and activities and to develop a clear understanding of the issues being raised. The facilitator may want to consider co-facilitation with an external specialist on some of the more substantive issues raised.
· Facilitators should prepare their own energizers (i.e. very short activities to slot into the workshop at various points to ensure participants remain active and alert) and should also consider different techniques for dividing participants into groups – these are not included in the session plans (see Bibliography and useful websites for suggested resources for these).
· Although all sessions use techniques which encourage participants to engage actively with the subject, facilitators need to ensure equal participation by all.
· Please take note of the checklist given at the beginning of each session to ensure you have all the materials required before the start of each session.
· Finally we strongly recommend that facilitators are alert to the sensitive nature of the topics under discussion and:
o explicitly raise this at the beginning of the workshop in order to create a safe working environment and underline the importance of respect through out the sessions – see session 1 for guidelines.
o are clear of their role as facilitator whilst conducting VAW related workshops and outline this at the beginning of the workshops.
o inform participants before attending the workshop of the content that will be explored and are clear in the aims of the workshop series.
o are aware that participants should not be directly invited to share personal experiences of VAW. Such sharing should emerge from the exercises in this pack as volunteered information and need to be handled with great sensitivity. (See guidelines on disclosure below.)
o are aware that in the exercises that do invite participants to share personal stories (on gender and discrimination not on explicit VAW related incidents) participants may not feel comfortable doing so and should not be forced.
o allow adequate time for de-briefing in sessions where participants may have shared personal stories or if disclosure takes place.
Disclosure:
It is internationally recognised that one in every three women will at some point be a victim of physical abuse.
Although participants should not be directly invited to share personal experiences of VAW, the facilitator should be prepared for a participant disclosing that they themselves have been a victim of abuse or from a participant brought up in an abusive household.
Disclosure in workshops where participants have not been directly asked to share personal experiences of violence is most often from women who are no longer being abused. However, the facilitator should also be sensitive to the fact that there may be women in the group who are currently being abused and it is possible that perpetrators of abuse may also be present.
If anyone discloses that they have experienced or witnessed VAW the following steps should be takenAdopted from Advice for Handling Questions or Inquiries from Persons Alleging Violence Against Themselves or Someone Else published by AI Canada (Eng) for the 2004 SVAW Campaign.:
1) Respect the person and do not judge.
Take the disclosure seriously and provide a supportive environment to the individual making the disclosure regardless of the nature or extent of the violence. It is not necessary or appropriate to judge whether what the person has experienced is violence. It should always be noted that VAW and girls includes physical, emotional, and psychological abuse. Acknowledge the violence whoever the perpetrator is. Kind words and support from an understanding and compassionate individual at the moment of disclosure are crucial.
2) Have ready a list of addresses and phone numbers of individuals and groups who can help.
Facilitators are advised to always invite women’s and other groups which are specialised in providing direct services to victims/survivors of violence to share their work and specialist knowledge on the subject. There are certain aspects of support for victims and survivors of sexual violence that can only be provided by individuals or groups specially trained in these areas. These specially trained and well-experienced individuals or groups already exist in many countries and their services include post-traumatic and legal counselling, provision of emergency refuge, advocacy for housing and other rights byvictims / survivors and their dependents fleeing their violent homes and communities; medical treatment, advice, referral and direct support for economic livelihood, legal representation in court for property, support and custodial rights over their children. These services were mostly pioneered by women’s groups in the country.
If a woman or girl is reaching out, she is looking for support - the right kind of support. Having phone numbers and contacts to appropriate resources is critical. Have the names and phone numbers or web addresses of organizations that can support or provide assistance to women and girls who have experienced violence always available during the workshop series. It is a good idea to leave these in a discrete place where participants can access them privately if they so wish. A blank table for you to fill in with organisations relevant to the participants in your group is included in the materials section at the back of this pack.
It is important to negotiate and seek the explicit approval of organizations before referring individuals in need of their support. Groups or individuals involved in providing support and counselling to individuals traumatized by violence have standard guidelines which you need to be aware of and incorporate in your referral role.
3) Do not try to counsel the individual.
An HRE facilitator is not equipped to provide counselling to individuals who have experienced violence and should never present them self as such. The facilitator should be clear about their role of the facilitator from the outset of the workshop so participants are aware of the kind of support they will receive should they disclose. An HRE facilitator is responsible for facilitating discussions on VAW and gender and creating an environment that enables learning around the topic and issues.
If confronted with a situation of disclosure, acknowledge the person’s experience and find the time and the space to speak to her in a safe and secure environment. Explain what you are able to provide and cannot provide and encourage them to contact the organizations that can provide support.
SESSION 1
Aims:
v For participants to get to know each other
v To create a secure and sensitive working environment
v To identify groups fears and expectations about workshops
v To explore initial reactions to gender and chart participants level of understanding and comfort working on gender
Materials:
v Flip Chart Board, Paper and Markers
v Large Red Ribbon
v Clean Waste Paper Bin
v Sheets of Newspaper (half as many sheets as number of participants)
Time:
v 3 hours
Introduction:
Total Time: 5 mins
Facilitator briefly introduces them self and outlines aim of workshop series. (5 mins)
Name Game:
Total Time: 30 mins
· Go round circle with each participant saying three things about them self on following topics. Highlight that the maximum someone can speak for is 30 seconds:
a.) work
b.) things you enjoy
c.) an interesting fact (15 mins)
· Once this has been completed ask participants to form a circle standing in alphabetical order determined by names. (3 mins)
· Go round circle to confirm that participants are standing in alphabetical order. (2 mins)
· Go round circle again. Each participant says their name. The whole group then repeats it back. Repeat this process until the group is comfortable with all the names. (3 mins)
· Go round circle again with whole group shouting the names in alphabetical order but this time the person does not introduce them self. (3 mins)
· Ask participants to form a new circle so they are not standing next to anyone they were standing next to before. (2 mins)
The group will now not be in alphabetical order.
· Go round circle for the last time. The group shout out each participant’s name but that participant does not introduce them self. (2 mins)
Group Contract:
Total Time: 30 mins
· Reform as whole group and ask participants what they need from each other and from you to work effectively and successfully as a group over the next few sessions. (1 min)
· Elicit answers on to flip chart paper. (It is nice to keep this to refer back to in subsequent workshops.) (9 mins)
Possible answers could include:
Facilitator’s Tip:
It is worth spending some time on the ground rules and discussing what people really mean by the points that are brought up.
· Once the ground rules have been elicited ask participants to spend 5 minutes discussing in pairs what these rules mean to women in their society. (5 mins)
· Go round circle with each pair of participants choosing one of the rules and feeding back on the points raised in their discussion. (15 mins)
Possible reactions/suggested responses, some of the points that may arise in the feedback discussion:
Are women respected equally within society?
Why is confidentiality important? So you can talk freely and openly about sensitive issues.
If women are facing difficulties where can they go in the community to discuss sensitive things in a secure and safe environment?
Is there a difference between active and passive listening? How actively are Women’s Rights being listened to in society? Are women speaking out about their rights and the discrimination they face, or not?
Can women and society do more to make their issues heard? or is it just that they are being ignored?
Active participation involves people wanting to take part and others creating the space for them to take part. Does this space exist for women in your community? What are women doing to actively occupy and/or create this space?
How much are Human Rights issues being dominated by male centred violations?
Facilitator’s Tip:
At least one out of every three women has been beaten, coerced into sex, or otherwise abused in her lifetime, according to a study based on 50 surveys from around the world. Usually, the abuser is a member of her own family or someone known to her. Heise, L., Ellsberg, M. and Gottemoeller, M. Ending Violence Against Women. Population Reports, Series L, No. 11. Baltimore, Johns Hopkins University School of Public Health, December 1999, p.1.
In a group of fifteen to twenty participants at least one person will have experienced or witnessed an incident of VAW. The facilitator should, therefore, highlight the importance of confidentiality and sensitivity at some point during the course of the ground rules exercise.
Gender Thermometer:
Total Time: 35 mins
· Put large red ribbon down the centre of the room. (1 min)
· Mark one 0 degrees the other 100 degrees and put 37 degrees (normal body temperature) near the middle. (1 min)
· Explain that this is a thermometer to gage the level of anxiety participants feel about issues surrounding gender. (1 min)
· Explain that you will call out a series of worries people have about working on gender. If a worry makes the participant feel extremely anxious they should stand at 100 degrees. If they have a healthy level of anxiety they should stand at 37 degrees and if it is something that causes no level of anxiety or something they haven’t thought about before they should stand at 0 degrees.
· Call out worries below and ask participants to place themselves on the thermometer for each one:
1. The language ofgender and complexity of the issue.
2. Excluding men from the argument and creating a gender divide.
3. Sounding judgemental about other people’s social and cultural contexts.
4. Encountering a VAW survivor through the course of my work and not knowing how to handle the situation.
5. Reflecting the work I do on gender in the structure of the institution I work for.
· After each statement has been called out the facilitator should lead a discussion on why participants have stood in certain places on the thermometer.
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It is important that activists feel fully equipped when working on any issue. Throughout this series of gender awareness workshops much of the terminology and many of the concepts surrounding gender issues will be explored and by the end participants will feel more confident and able to express their feelings and ideas on the issue.
It is only really in the past fifteen years that Women’s Rights have been recognised as Human Rights. Historically, VAW, particularly VAW in the home, has been hidden, ignored and left off the Human Rights agenda, despite its massive scale. We need to highlight VAW in order to redress this earlier lack of attention to the issue. Men should be actively encouraged to become part of this process. However, centralising concerns about male involvement to the point of reducing action on Women’s Rights issues is to again push Women’s Rights issues and the violations of those rights to the periphery where they will remain hidden and ignored.
Recognising discrimination as a root cause of VAW acknowledges that there is already a gender divide. Eliminating VAW necessitates that this divide is questioned and ultimately should narrow the divide that exists.
Every state in the world signed up to the UN General Assembly's Declaration on the Elimination of VAW:
Article 4 stresses that States:
"should not invoke any custom, tradition or religious consideration to avoid their obligations with respect to [the elimination of violence against women]"
Article 5of the Convention on the Elimination of All Forms of Discrimination against women (CEDAW) clearly sates that:
"State parties shall take all appropriate measures to modify the social and cultural patterns of conduct of men and women, with a view to achieving the elimination of prejudices and customary and all other practices which are based on the idea of the inferiority or superiority of either of the sexes or on stereotyped roles for men and women."
Culture and religion are an important source of human fulfilment and the right to freedom of religion and culture are both Human Rights and should be enjoyed and not used as an excuse for one sex to dominate and abuse another. Many social and political rules or norms which seek restriction of women’s Human Rights are justified in the name of cultural or religious values. Restrictions can range from discriminatory inheritance rights or indications that a woman's testimony is less reliable than a man's to the fact of women being actively encouraged to remain in violent marriages at all costs. These work to make it harder, if not impossible, for women to escape situations of violence.
Any activist working on gender-based discrimination should be sensitive to the issues it raises and the sensibilities of people they may come in contact with. However, activists working on gender-based violence are activists and should nottry to take on the role of trained councillor. Locating the issue within the Human Rights framework, raising awareness and promoting activity to bring an end to the issue clearly delineates the activist’s role.
By raising the issue you are not telling someone who lives or has lived with the reality of violence something they don’t already know about their situation. Rather, you are working towards creating a world and environment where they can openly discuss their situation without judgement and promoting action among people to create a new reality with no place for gender-based discrimination and acts of gender-based violence. (Also see the notes on how to handle disclosure in the introduction to this manual).
As a method of good practice every organisation working on Women’s Rights should develop their own internal gender action plan to ensure that all their programs, policies, projects and activities facilitate the empowerment of women and help transform social values and relationships toward the goal of equality between men and women.
Binning Gender Fears:
Total Time: 40 mins
· Reform as whole group. Place clean waste paper bin in centre of circle. Give a piece of paper to each participant. Ask each participant to think of something that worries them personally about working on gender issues and write in the form of a question they want answered during the course of workshops. They should also write their name in brackets. (10 mins)
· Go round the circle, each person reads out their question and as they do puts it in the bin in the centre of the circle. After they have read out the question the rest of the group is asked for their initial comments on it. Each discussion should be limited to approximately one and a half minutes. (There will be some overlap of questions permitting extra time for discussions on some topics). (30 mins)
Facilitator’s Tip:
The facilitator should keep the binned questions for the last workshop when they can be revisited to see how the participants feel about what they wrote.
Gender Walk:
Total Time: 30 mins
· Spread sheets of newspaper randomly around the room on the floor.
· Explain to participants that when you shout out the word ‘Walk’ they are to walk around the room as fast as possible but without bumping into anyone. When you shout ‘person to person’ they are to stand on a piece of newspaper. Only two people are allowed on a sheet of newspaper at a time.
· Explain that you will call out a sentence which they can discuss in that pair for two minutes in total. At the end of the two minutes you will shout ‘Walk’ again and they can walk around the room again until you shout ‘person to person’ and call out the second statement and so on.
· Ask participants to mill around the room and then call out statements below one at a time. (10 mins)
Statements to be used:
a.) Something typical of my gender that I like doing.
b.) Something typical of my gender that I don’t like doing.
c.) Something not typical of my gender that I like doing.
d.) Something not typical of my gender that I would like to be able to do without judgement.
e.) Something I hope will happen over the workshop series.
· After all the statements have been called out and discussed ask participants to form three groups of five. Give each group a large piece of flip chart paper.
· Once in their groups, ask participants to brainstorm on to the piece of flip chart paper some of the hopes about the workshops that came up during the discussion activity. (10 mins)
· Reform as one group and share some of the participants hopes. Facilitator can refer to the aims of the workshop series and highlight what may and may not be covered. (10 mins)
Cooler:
Total Time: 10 mins
· Back in circle. Go round with each participant saying one thing they will remember from the session. The facilitator should set a time limit of 30 seconds for each person to speak.
(10 mins)
SESSION 2
Aims:
v To understand diverse nature of identity
v To understand that identity is a social construction
v To understand how differences can become the basis for discrimination
Materials:
v Flip Chart Board, Paper and Markers
v 3 cut out petals for each participant (p. 46)
v Copy of flower for each participant (p. 47)
Time:
v 3 hours
Introduction:
Total Time: 5 mins
· Facilitator gives brief synopsis of what was covered in previous session and outlines aims of forthcoming session. (5 mins)
The Sun Shines On:
Total Time: 30 mins
· Ask group to sit in a circle and invite one participant to stand in the centre of the circle. Remove their chair so that there are only enough chairs for each of the people sitting down. (1 min)
· Ask the participant in the centre to think of a category which they identify with and that is true for them at the moment of speaking. These should be simple at first (e.g. red socks, blue eyes, yellow shirt etc.).
(1 min)
· The participant in the centre then calls out the statement ‘The sun shines on anyone who……..’ and completes it with the ending of their choice (e.g. ‘The sun shines on anyone who is wearing a yellow shirt.’ (1 min)
· Once the statement is complete all the participants sitting on chairs for whom the statement is also true stand up and move to another seat. (2 mins)
· The last person left standing stays in the middle and chooses the next category of person by completing the ‘sun shines on…’ statement.
· As the game progresses the facilitator should guide the participants away from making simple statements about physical identity towards more varied types of categorization (think about racial groupings, age, education, language, social class, sexual orientation, geographic location).
· The facilitator should end the game when they feel that enough types of identity have emerged. (10 mins)
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· Once the game has been completed the participants should regroup in a circle and the facilitator lead a group discussion on the following questions:
Which were the largest groups?
Which were the smallest?
How did it feel to be in a minority?
How didit feel to be in the majority?
(15 mins)
Sun Shines On AlternativeFrom an exercise used by AI Philippines:
All chairs should be moved to the sides of the room. Participants should be asked to stand in a straight line across the centre of the room facing the facilitator and hold hands.
Facilitator explains that this is the line of social status/privilege and the end line (the wall opposite the participants) is the line of higher status/privilege. Explain that you will call out a series of statements (examples below - add more culturally relevant ones if necessary). Participants are to move forward or backwards a certain number of steps as instructed.
If you …….
· Are studying or studied in a private school or institution move five steps forward.
· Are a member of an indigenous group move seven steps back.
· Support the LGBT community take 5 steps back.
· Live in a rural area take 3 steps back.
· Are in full time paid employment move 8 steps forward.
· Own your own house move 6 steps forward.
· Belong to a minority ethnic group take 5 steps back.
Lead follow up discussion on following points:
· How did it feel to move forwards?
· How did it feel when you had to break hands with the group?
· How did it feel to reach the end line? How did it feel to not reach the end line?
· What needs to be done so everyone is always moving forward? Do we want to be moving forward?
POWER PETALS:Power Flower exercise adapted from activities in Mertus, Julie with Nancy, Flowers and Mallika Dutt: Local Action Global Change: Learning About The Human Rights of Women and Girls. UNIFEM and The Centre for Women’s Global Leadership, 1999 and Dollie, Farida: Women’s Rights Training Manual. Human Rights Institute of South Africa, 2002
Total Time: 65 mins
· As a group brainstorm on to flip chart as many different categories of identity that the group can think of. (5 mins)
Examples could include:
RACE, COLOUR, DESCENT, NATIONAL/ ETHNIC ORIGIN, SEX/GENDER, LANGUAGE, RELIGION, POLITICAL OR OTHER OPINION, CASTE, SOCIAL ORIGIN, PROPERTY, BIRTH OR OTHER STATUS, DISABILITY, AGE, HIV/AIDS OR OTHER HEALTH STATUS, SEXUAL ORIENTATION, CULTURE, SOCIAL AND ECONOMIC STATUS, NATIONALITY, OCCUPATION
· Hand out three petals to each participant. Each participant chooses three identities which they feel they strongly identify with and writes one in each of the petals. They can choose categories of identity from the list or different ones. (5 mins)
· Ask participants to form small groups of about four. (1 min)
· In their groups participants put petals together to form a flower and compare the identities they chose, explaining the reasons for their choices. (10 mins)
· In open group feedback it is interesting to explore the many different ways used to categorize people and explore whether there were differences between the way female and male participants identified themselves. (5 mins)
· Give each participant a copy of empty flower but ask them to stay in their groups. (1 min)
· In their groups of four, participants fill in each of the petals on the flower with all the different identities chosen by their group so that each group member has a completed flower of identity. If the participants do not have enough different categories of identity to complete their flower they can select ones from the brainstorm list. (3 mins)
· Ask participants to shade in their individual flower according to whether they personally feel discriminated against or privileged in that area: (4 mins)
Discriminated = shade the bottom of the petal
Privileged = shade the top.
· Ask Participants to count the numbers of areas in which they feel privileged and the number of areas in which they feel discriminated against and compare with the other members of their group explaining their choices. (10 mins)
· Bring participants back together to form one group. (1 min)
· Have the word "intersectionality"on the flip chart and ask participants what they know about this term. (5 mins)
· Explain that an intersectional analysis of identity urges us to: (7 mins)
o look at all the different factors that constitute our identity.
o understand the various forms of discrimination and oppression that we face as members of the very diverse and different communities.
o understand the ways in which injustice and discrimination are rooted within hierarchies of power and privilege in modern society.
o examine our own positioning on the grids of power and to see how, in different moments, our different identities can place us in positions of superiority or inferiority in relation to others.Explanations taken from : Sunila Abeyesekera, On intersectionality. Paper given to AI’s Intersectional Women’s Network (now the International Women’s Human Rights Network) Meeting , Sunday 7 April 2002
· Have following comments from Radhika Coomaraswamy, former UN Special Rapporteur on violence against women written on OHP or flip chartSpecial Rapporteur on violence against women on the subject of race, gender and violence against women.A/CONF.189/PC.3/5,27 July 2001, para.20: (5 mins)
"The Consequences of intersectional discrimination may remain unaddressed by prevailing Human Rights approaches because the specific problems or conditions created by intersectional discrimination are often subsumed within one category of discrimination, such as race or gender discrimination."
"Failure to acknowledge the role of multiple forms of discrimination in Human Rights violations will mean that "…efforts to remedy the condition or abuse in question are likely to be as incomplete as is the analysis upon which the intervention is grounded."
· Bring activity to a close making following points: (3 mins)
‘if poor women of a particular ethnic group are forcibly sterilized, discrimination on the basis of class and race as well as gender contribute to this Human Rights violation. Or as the recent exposure of rape of women in war and conflict has demonstrated, the gender and racial/ethnic components of these violations cannot be separated out.’Mertus, Julie with Nancy, Flowers and Mallika Dutt: Local Action Global Change: Learning About The Human Rights of Women and Girls. P.vi
Frozen Pictures:
Total Time:70 mins
· Ask for participants to volunteer to share in their groups a story of a time when they felt discriminated against because of an identity outlined in their flowers. No one should be forced to do so if uncomfortable. (15 mins)
· Once the participants have shared their stories ask them to choose one story to present back to the rest of the group. (3 mins)
· Once the group have selected their story ask them to create a frozen picture to represent their story. The participant who originated the story is responsible for sculpting the picture and should include themselves in the picture but should not play themselves. (10 mins)
· Once each group is happy with their picture explain that they are going to present them to the other groups. Ask one group to go first, the other groups sit down. (1 min)
· Explain that you will count down from 5 – 1, by the time you reach 1 the group shall be frozen in position. You will then ask a series of questions for the others to answer. The frozen group must stay frozen. (1 min)
· Count down from 5-1. Once the group is frozen ask some questions (examples below)
1. What do you see?
2. Who is being discriminated against?
3. Why?
4. How are they feeling?
5. Who is the oppressor?
6. How are they feeling?
7. What are the reactions of the other characters/ on-lookers in the picture?
8. What are the feelings of the other characters/ on-lookers in the picture?
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· Once the picture has been looked at in detail thank the participants and ask them to relax and sit down. Explain that they will be invited to talk about their picture in the discussion once all the pictures have been looked at. (5 mins)
· Repeat the process for the remaining pictures. (20 mins)
· Reform as a group and discuss the following:
1. How accurately did we analyse the stories you presented?
2. In which pictures was the oppression coming from personal prejudices and in which from institutionalised?
3. Is there a difference?
4. What is the importance of the concept of power to each of the situations? (15 mins)
COOLER:
Total Time: 10 mins
Go round circle and each person says one thing they found striking about today’s session (Facilitator should guide participants towards making comments on content rather than room temperature, acting, skills etc.)
(10 mins)
SESSION 3:
Aims:
v To understand that ‘gender’ is a social construction and, therefore, a form of identity
v To make initial links between identity based discrimination and how this translates into gender-based discrimination
Materials:
v Flip Chart Board, Paper and Markers
v Sex and Gender Maze Map (p. 48)
v Cut out fish, reeds and bubbles (approx. 5 of each for each participant) (p. 49 & 50)
v Flip Chart paper, blu-tak or sticky tape, marker pens
v Couple cards (p.51)
Time:
plain v 3 hours
Introduction
Total Time: 5 mins
· Re-cap on last session and highlight that you looked at how identity can become the basis of discrimination which in itself is a Human Rights violation. Explain that gender can often be considered a form of identity and that, as with all identities, it has been socially constructed. Outline that in this workshop you will be looking at what gender is, how it has been socially constructed, and how discrimination is embedded in these constructions. It is this discrimination that paves the way for gender-based violence. (5 mins)
SEX AND GENDER QUIZ:
Total Time: 30 minsAdapted from Mertus, Julie with Nancy, Flowers and Mallika Dutt: Local Action Global Change: Learning About The Human Rights of Women and Girls. UNIFEM and The Centre for Women’s Global Leadership, 1999
· Ask participants what they feel is the difference between the words sex and gender. (1 min)
· As group briefly discuss opinions. (4 mins)
· Highlight Amnesty’s view and have following definitions on flip chart paper or OHP. (2 mins)
Genderrefers to the social attributes and opportunities associated with being male and female and the relationship between women and men and girls and boys, as well as the relations between women and those between men. These attributes, opportunities and relationships are socially constructed and are learned through socialization processes.
Sexby contrast with gender, refers to the biological state of being female or male.Stop VAW Internal Strategy
· Allow time for participants to write down definition or have it prepared on a hand-out. (1 min)
· Divide participants into teams of 2-3. (1 min)
· Give each team a copy of the maze map. Explain that you are going to call out a number of statements. The teams have to decide whether the statement is describing ‘sex’ or ‘gender’. If it is sex they take the left hand path, if it is gender they take the right hand path. (1 min)
· Read out the statements and allow time for groups to discuss. At this point do not give correct answers. (10 mins)
· Once all statements have been completed, ask participants which city they are in. Tell them the city they should be in if they have followed the correct path.
(2 mins)
Sex or Gender?
o Women give birth to babies, men don’t. (S)
o Little girls are gentle and timid; boys are tough and adventurous (G)
o In many countries, women earn 70% of what men earn (G)
o Women can breast-feed babies; men need a bottle for feeding babies (S)
o Women are in charge of raising children (G)
o Men are decision makers (G)
o In Ancient Egypt, men stayed at home and did weaving. Women handled family business. (G)
o Women inherited property and men did not. (G)
o Boys’ voices break at puberty; girls’ do not. (S)
o According to United Nations Statistics, women do 67% of the world’s work, yet their earning amount to only 10% of the world’s income. (G)
o Women are concerned about the standard of education for their children. (G)
o Women are forbidden from working in dangerous jobs such as underground mining; men work at their own risk. (G)
o The majority of policemen in most countries are men. (G)
o There are fewer women Presidents, Members of Parliament and Managers than men. (G)
· As group discuss & flip chart key points
Did any of the statements surprise you?
Did everyone in the group have the same view?
Was there disagreement? Could you resolve the disagreement?
How do gender roles vary across age differences, classes, races, cultures and historical periods?
In what ways do women in different countries experience power and oppression differently? (8 mins)
PERSONAL EXPERIENCES OF BEING ‘GENDERED’:
Total Time: 45 mins
· Ask group following question:
‘At what point in their life did they become aware of their gender? I.e. When did they first realise they were different to the opposite sex? ‘
They should think about gendered roles and not physical difference.’ (10 mins)
· Give participants a selection of fish, reeds and bubbles and explain:
The fishrepresent important events in their life where they were aware or became aware of their gender.
The small fishare for when they were young the larger fishfor the older they were. (Facilitators will need to suggest way to distinguish between male and female fish if a mixed group.)
The reedsrepresent barriers that they may have faced because of this event.
The bubblesrepresent a success or achievement they had because of that event.
· Allow participants time to fill in their fish, reeds and bubbles. (10 mins)
· Once completed participants stick the fish and corresponding reeds and bubbles on to the group river of life. (5 mins)
· Once the chart has been completed use following points to hold open group analysis. (20 mins)
How awareness of gender has affected life choices and how this differs between men and women?
Are there any particular ages when people feel most gendered. Is this the same for men and women?
Are there particular times or events that create barriers in people’s lives?
What discrepancies are there between the number of obstacles faced by men and women and the number of bubbles they produce?
How people’s experiences may in turn influence and effect people around them in their community i.e. if girls leave school young, they may all feel they should follow suit and vice versa?
Institutions shape gender from a very early age. The significance of this gendering is often only realised in later life. If this gendering is to be negated the institutional structure itself also needs re-structuring and the individuals involved re-educating.
STEREOTYPING:
Total Time: 30 mins
· Go round circle with each person saying name preceded by a word that starts with same letter as their name andthat is associated with being female. These can be both negative and positive. Example answers could be: mother Maureen, nagging Nora, sister Sid, pretty Pauline.
(5 mins)
This can be used to lead into discussion on stereotypes
1. How many of the descriptions describe women in a positive/ negative way?
2. What differences in language would there have been if using ‘masculine’ words?
3. Is language linked to discrimination?
4. Where do stereotypes come from?
5. What do stereotypes achieve? (25 mins)
Men are often described as aggressive, competitive, strong, dominant and courageous. Women in contrast are often described as weak, tolerant, passive, and emotional. Such stereotypical images are often used to justify VAW. An imbalance in power relations between men and women is also contained within these stereotypes.
Stereotypes dehumanise people. Once someone has been dehumanised it becomes easier to discriminate against them and commit grave Human Rights violations.
A Day In The Life:
Total Time: 55 minsAdapted from Mertus, Julie with Nancy, Flowers and Mallika Dutt: Local Action Global Change: Learning About The Human Rights of Women and Girls. UNIFEM and The Centre for Women’s Global Leadership, 1999
· As a group, brainstorm all the things they feel are important to define work and write these on flip chart. (5 mins)
· Ask group to select three of these characteristics to form group definition. Write this group definition on to flipchart. (5 mins)
· Divide group into four groups. (1 min)
· Give each group a piece of flip chart paper. Each group draws a line down the centre of the page. They write the 24 hour clock on both sides of the paper so they have two complete twenty four hour clocks. (5 mins)
· Give each group a couple card. Each group should be given a different card. (2 mins)
· Ask groups to fill in the activities performed by each member of the couple for every hour of the day. (They could use a different coloured pen for the man and for the woman). (10 mins)
· Once completed, ask groups to label their charts in the following way:
o Put a plus sign if it fits the group’s definition of work.
o Put a minus sign if it is not work.
o Put a question mark for those activities you are unsure about.
o Circle any activities on the list for which someone receives money. (8 mins)
· Groups write the couple being represented on their chart and stick them to the wall. (3 mins)
· Divide participants into pairs. (1 min)
· Ask participants to walk round in pairs, compare the different charts and consider what differences they notice between the man’s day and the woman’s day on each chart and the differences they notice between the different charts. Have the following questions on flip chart for participants to refer to. (15 mins)
1.) What percentage of the items listed can be defined as work?
2.) What percentage of the items listed as work are circled as paid work?
3.) How much do you calculate it would cost to hire someone to perform the tasks listed as unpaid work?
4.) Did listing all the activities for a day cause you to alter your definition of work?
5.) Are all the tasks you classified as ‘work’ unpleasant or difficult?
6.) Are all the activities you listed as ‘not work’ pleasant or fun?
7.) What does it mean to say ‘My wife or my mother, sister, daughter’ doesn’t work?
8.) What definition of ‘work’ is implied by this statement? Is it the same as your definition?
9.) How did the different scenarios effect the type and amount of activities the woman spends her day doing?
Cooler and Conclusion:
Total Time: 15 mins
Ask participants to reform as whole group and invite comments on their observations.
Women can be discriminated against because of the imbalances of power within gendered roles. It is her stereotypical roles of house cleaner, child carer etc. that result in the imbalance of shared responsibilities within the home, regardless of whether the woman is doing paid work or not.
There is also an imbalance in what type of ‘work’ is given monetary value and, therefore, social worth. Traditionally ‘male’ work is paid whilst ‘female’ work remains either unpaid in the domestic setting or tends to fall into work within the informal sector.
SESSION 4
Aims:
v To identify the relationship between VAW and Human Rights Violations
v To understand what VAW is and the extent to which it happens
Materials:
v Flip Chart paper and marker pens
v Human Rights Cards (p. 52)
v Card and red, blue, green pens (or red, blue green post-it notes)
v Case Studies (p. 53 – 56)
v Cradle and Coffin Handouts (p. 57 – 58)
Time:
v 3 hours
Introduction:
Total Time: 5 mins
· Welcome group and give brief outline of workshop aims. (5 mins)
The Tree of Discrimination:
Total Time: 60 mins
· Draw a large picture of an apple tree, or fruit tree of your choice on flip chart. In the middle write the words Gender-based Discrimination. Ask group what they understand by gender-based discrimination. (e.g. on p25) (3 mins)
· Brainstorm with group all the things which cause gender-based discrimination. Emphasise that you are looking at gender-based discrimination not just acts of VAW. Write these at the roots of the tree. (6 mins)
· Once this has been completed brainstorm all the results of the discrimination. Write these in the apples of the tree. (6 mins)
· Divide participants into pairs. Introduce a female character called Louise. In their pairs each participant chooses one word from the roots and one word from the apples. Ask participants to think of a story to link the two words. In turn they share their stories with their partner.
(10 mins)
· Once they have finished their stories ask pairs to verbally brainstorm together any Human Rights abuses faced by the person in their story. (5 mins)
· Ask a selection of groups to share a story and the Human Rights abuses. (5 mins)
· Divide participants into small groups of about three. Give each group one of the Human Rights cards. .
· Ask groups to discuss all the ways women from their community are denied that human right. (5 mins)
For example,
Males being given food rather than girls- some families give males preferential treatment during food shortages which can deny the right to life.
Councils not funding adequate street lighting and lighting in car parks in known troubled areas denies women the right to security of person.
Employers discriminating against pregnant women or married women, in case they become pregnant, denies women the right to just and favourable conditions of work.
· In their groups ask participants to choose one of the examples from their discussion to present to the rest of the group in frozen picture form or they can draw a picture to represent the discrimination. Emphasise that participants should focus on different ways women are denied that right and not just on physical acts of violence against women which are particularly sensitive to represent in picture form.
· Give groups time to prepare their pictures. (10 mins)
· Once they are ready explain that each group will come to the front and present their picture – frozen or drawn - to the rest of the participants one group at a time. Explain that if it is a frozen picture, you will count from 5 down to one. Once you reach one each group should be frozen in position. Participants who have drawn their picture are invited to present this to the rest of the group.
· Observing participants are invited to guess which right they think is being violated.
· The group presenting their picture is then asked to explain their picture.
· As part of the feedback discussion the facilitator should ask the participants how the discrimination faced by the woman in the picture and the violation of that right contributes to and leads to acts of VAW. (10 mins)
Case Study:
Total Time: 40 mins
· Divide participants into three groups. (1 min)
· Give each group one of the case studies. (1 min)
· In their groups participants answer following questions which are written at the bottom of each case study:
1. What are the Human Rights issues here?
2. Why do you think this situation came about – what are the underlying causes?
3. Who is responsible?
4. What can be done? (19 mins)
· Groups choose one participant to report back to rest of group. (19 mins)
· Quick summing up by facilitator.
From The Cradle To The Grave:
Total Time: 50 mins
· As group, form definition of VAW and write on flip chart. (12 mins)
· Divide participants into groups of three to four.
· Give each group a large sheet of flipchart paper and smaller blank pieces of card or post it notes. (some red, some blue and some green)
· Explain that on the pieces of coloured card the group are to write an example of a different kind of violence experienced by women at different ages – childhood, adolescence, old age - and stick them to the cradle.
· Give participants time to write on the cards. (8 mins)
Red= childhood
Blue= adolescence adulthood
Green= elderly
· Once completed the groups rotate round looking at each others cradles to see what each group produced. Invite questions while participants rotate. (5 mins)
· Reform as a group. Highlight that some forms of VAW occur before the woman is even born, preventing her from even reaching the cradle. Invite participants to offer some examples. Possible answers could include: rape in conflict damaging woman’s ability to reproduce, sex selective abortion, damage to unborn foetus due to physical assault from partner during pregnancy. (3 mins)
· Give Out Coffin with facts about VAW from around the world. (2 mins)
· Highlight definition of UN Declaration on the Elimination of Violence Against Women which should be written up on flip chart paper or OHP prior to the session starting: (5 mins)
‘any act of gender-based violence that results in or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life.’
· Highlight fact that not all acts of gender-based violence are directed at a woman and not all acts which harm a woman are gender-based. (5 mins)
· Ask participants if they feel that the UN definition is adequate or if there is anything they would like to see added, removed or changed? (5 mins)
· Invite participants to compare the 2 definitions (brief discussion). (5 mins)
Cooler:
Total Time: 15 mins
· Explain that you now represent all women affected by violence. You are going to walk round the outside of the circle. When you place your hand on a participants shoulder they are to make a promise of a way of incorporating a woman’s needs into their work. They should be as precise as possible to avoid comments such as promote women’s Human Rights. Give participants time to silently decide on what their answer will be. (3 mins)
· Walk slowly round the outside of the circle and tap each participant gently on the shoulder in turn. (12 mins)
SESSION 5:
Aims:
v To question commonly held assumptions surrounding VAW
v To familiarise participants with Human Rights documents in relation to Women’s Rights issues
Materials:
v Flipchart, paper and pens
v A copy of the myths and facts for each group of four (p. 59- 62)
v A copy of the washing line for each group of four (p.63)
v Points to Consider in Analysing Your Story Handout (p.64)
v If you have access to the web, a copy of UDHR (available on the website of the Office of the High Commissioner for Human Rights: http://www.unhchr.ch/udhr/)
v If you have access to the web, a copy of the CEDAW (available on the website of The Division for the Advancement of Women: http://www.un.org/womenwatch/daw/cedaw
v Case Studies (p.65 – 66)
v Examples of positive Human Rights stories/news from newspapers, AI sources etc.
Time:
v 3 hours
Introduction
Total Time: 5 mins
Outline what has been covered on course so far and what the next half of the workshop series covers: (5 mins)
What has been covered so far:
· That gender is a form of socially constructed identity.
· Imbalances of power between male and female are embedded within this construction.
· These imbalances of power result in the discrimination of women which paves the way for gender-based violence to occur.
· Changes at personal and social level.
· Definition of gender-based violence.
The second partof the workshop series will look at:
· Effects of VAW at a personal, community and social level.
· Ways of addressing VAW at a personal, community and social level.
· Barriers that may exist when addressing the problem.
VAW Myths and Facts
Total Time: 30 mins
· Divide participants into groups of 3 – 4. (1 min)
· Give each group a copy of the washing line. (1 min)
· Hand out dirty myths. (1 min)
· Participants place the myths on the line according to whether they think society in general agrees or disagrees. (10 mins)
· Give participants sponge facts to clean up the myths. (1 min)
· Participants match the fact to the myth. (10 mins)
· Check together as whole group and explore any differences. (6 mins)
Highlight the fact that:
VAW is one of the most widespread Human Rights abuses as well as one of the most hidden. It cuts across cultural, religious and economic boundaries and affects women of every class, race, age, religion nationality and sexual identity.
The work to expose the extent of VAW over the past 25 years has produced increasing evidence of its global magnitude – most surveys agree on the alarming statistic that around one woman in three worldwide is affected by violence during her life time. However, it is important to remember that because of the sensitivity of the subject, VAW is almost universally under-reported so any findings probably represent the minimum levels of incidence.
Evidence also shows that no political or economic system or culture is exempt when it comes to allowing and justifying VAW. It happens in public and private, in peace and in wartime, in developed and developing countries.Kavanagh, Julie: Stop Violence Against Women Campaign Workshop. Amnesty International UK (Unpublished) , 2003
· Tie- up the activity.
Standing Up For Yourself
Total Time: 85 minsFrom Mertus, Julie with Nancy, Flowers and Mallika Dutt: Local Action Global Change: Learning About The Human Rights of Women and Girls. UNIFEM and The Centre for Women’s Global Leadership, 1999
· Divide participants into small groups of about four. (1 min)
· Working in their small groups, participants remember and tell their group about a time in their life when they defended their Human Rights. Emphasise that this event does not have to be related to VAW as the focus will be on how they defended their right. (15 mins)
· After everyone has told their story, the small group should take up each story again and analyze the conditions that made it possible for each person to defend their rights. The handout Points to Consider in Analyzing Your Storywill help participants here. (10 mins)
· Once participants have done this they should choose one story to retell to the rest of the group. A participant might retell their own story or someone else might tell it. Or, members of the group might act out the central events of the story. Give participants time to prepare their story to present back. (9 mins)
· Each small group presents one story told in that group. While the stories are being told or re-enacted, the facilitator represents each graphically on a wheel with spokes. On the spokes are written the acts of defence (e.g. "demanding equal pay", "challenged harasser"), the area between the spokes becomes the factors that helped enable them to stand up for their rights. (10 mins)
· Once the wheel has been completed, the group examines the various "spokes" and supports on their wheel and derives from them the basic Human Rights or needs the stories represent (e.g. "Education", "Economic Equality", "Freedom from Violence"). These rights or needs are then written on the rim of the wheel. (Note we say rights or needs at this point as some of the items identified may not be legally enforceable rights.) (15 mins)
· Breaking again into small groups, participants use the copies of the UDHR and CEDAW to match the rights and needs on the wheel to particular articles. (15 mins)
· Bring participants back together and lead open group discussion on following point:
(10 mins)
What conditions are necessary for women to recognize their needs and stand up for themselves?
For example, financial security often is a big factor (e.g., "I couldn’t tell him ‘no’ until I could afford to have my own place to live."). For some, the support of other women is crucial (e.g. "I knew my mother was behind me all the way" or "I don’t know what would have happened if there hadn’t been a battered women’s shelter.") For others, education and/ or the freedom to express herself is the e.g. I saw some women demonstrating against VAW in the village etc.
Recognising Women’s Rights as Human Rights is fundamental to the process of bringing an end to VAW.
Human Rightsare indivisiblewith no one right having greater value than another. They are universaland belong to all people equally regardless of socially constructed gendered roles, although gendered roles can affect they way the right is violated.
They cannotbe taken awayor abrogatedand are interdependentso the promotion of one right necessitates the promotion of all rights.
The Human Rights framework establishes a common languagefor Women’s Rights activists and through international law enables statesto be held accountablefor any Human Rights abuses and violations.See It’s In Your Hands Launch Report for AI’s SVAW Campaign
Case Studies:
Total Time: 30 mins
· Divide participants into three groups.
(1 min)
· Give each group one of the case studies. (1 min)
· In their groups participants discuss:
1. What rights have been violated
2. What factors prevented the woman from standing up for her rights? (Think about events before, during and after)
(20 mins to read and discuss
8 mins to feed back)
Positive Action Quiz:
Total Time: 25 mins
· Pin up examples and articles about successful and positive steps that are being taken by individuals and organisations in your local community to promote Women’s Rights.
· Give participants time to circulate and read the articles. (10 mins)
· Divide participants into four groups and run a quiz with questions based on the articles they have just read. (10 mins)
· Lead follow up discussion on how they could incorporate anything they read about into the work that they do. (5 mins)
Cooler:
Total Time: 5 mins
· Thank participants for their work and outline how next session looks at some of the institutional barriers faced by women in more depth. (5 mins)
SESSION 6
Aims:
v To look at the public/private dichotomy and establish it as a barrier to:
a.) recognizing Women’s Rights as Human Rights
b.) stopping the prevention of VAW at the personal, community and social level
v To introduce the concepts of state and non-state actors and due diligence
v To challenge the distinction between the public and private spheres by looking at the interrelationship between the two
Materials:
v Flip chart paper and marker pens
v Circles of Support handout (p.67)
Time:
v 3 hours
Introduction
Total Time: 10 mins
The following should be written on the flip chart before you start the session:
State Actor Non-state Actor
State Accountability Due Diligence
· Ask participants if they are familiar with these terms and what they understand them to mean. (5 mins)
EXAMINING VIOLENCEHuman Rights Training of Trainers Manual (Unicef – Operation Lifeline Sudan by Nancy Flowers
Total Time: 75 mins
· Brainstorm verbally ‘What are some formsof VAW? (If participants did session 4, elicit what they remember from ‘the cradle to the grave’ activity.) (5 mins)
· Using the information contained in the cradle ask participants to identify different typesof violence. (5mins)
· Write answers on flip chart. (3 mins)
Possible answers could include:
o Physical abuse
o Psychological abuse
o Reduced or denied access to resources necessary for physical and psychological well-being(e.g. food, health-care, education, money)
o Use of women as commodities (e.g. trafficking, girl child pornography)
· Divide participants in to pairs and ask them to divide a piece of A4 paper in to three columns as follows: (2 mins)
|
FamilyAuthoritiesPublic |
|
|
|
|
|
|
|
|
|
|
Explain that these are the different perpetratorsof VAW. (4 mins)
Violence by Authorities:
Violence committed by people in authority or agents of the government, such as soldiers, police or guards at borders, prisons, or refugee camps.
Violence in the Family:
Any violence occurring in the home and/or committed by family members: male spouses, fathers, uncles, brothers, sons, and other relatives. It may include rape and other forms of sexual assault, mental torture forced incest, the withholding of food or other necessities, or verbal abuse.
Public Violence:
Violence committed by members of the public, such as attacks or rape by a stranger.
· Ask participants to write the examples of violence on the cradle handout in the appropriate columns. (5 mins)
· Ask. "Why is it important to distinguish different forms violence from each other?" (5 mins)
· If necessary point out that while most forms of violence are Human Rights violations, there are differences in responsibility and response to different forms of violence (e.g., some are punished severely, others go unpunished, some are ignored entirely) (2 mins).
· Ask participants to give examples from their own experience of different forms of violence they have seen or experienced. (5 mins)
· Ask ‘under which categories do most of these examples fall?’and add a tick/mark to this column. (3 mins)
· Read the following scenario: (1 min)
A fight in the market:
On a busy market day a fight breaks out in the middle of the market. FirstAshouts loudly at B. Then Atakes up a stick and begins to beat Bon the head and shoulders. Bis much smaller and cannot put up much defence. Soon Bis lying on the ground and Akicks B, who is bleeding from the nose and the mouth.
· Ask participants following questions: (35 mins)
1.) What do you think would happen if AandBwere:
a.) Two men?
b.) Two women?
c.) Two boys?
d.) A husband and wife?
e.) A father and son?
f.) A father and daughter?
2.) Would police or other authorities intervene?
3.) Would bystanders intervene?
4.) Do the age, gender, and relationship of A and B make a difference to how people react? Why?
Alternative Extra:
Use the scenario to role play several different versions of the story and compare responses based on the age, gender and relationship of the people involved.
Circles of Support:
Total Time: 30 mins
· Give each participant a copy of the circles of support sheet. (1 min)
· Explain that participants are to write the names of the people and organisations in their community that someone should be able to talk to in times of trouble (at this stage, this does notnecessarily need to be VAW related trouble).
Circle 1represents the people who are closest to them.
Circle 2people who are close but not as close as circle 1 etc. (5 mins)
· In pairs participants compare their circles and discuss the different reasons for talking to the people in the circles and the kind of support they receive from them. (9 mins)
· Ask a few participants to share what they discussed (5 mins)
· Lead follow up discussion on following points:
1.) What happens when the support from the circles closest to you isn’t there?
Imagine you are:
a.) A woman who is being beaten by her partner
b.) A woman who has been raped in a conflict situation
How would these situations change what participants have written in the circles. (15 mins)
Supporting Role plays:
Total Time: 60 mins
· Ask participants to form pairs. (1 min)
· In pairs they choose one of the institutions or organisations from the previous exercise. For variety it is good if a number of organisations/ institutions are used. (2 mins)
· In their pairs, participants write and agree a ten line script between X and a representative from that organisation for help. For the sake of the exercise, participants are to focus on the negative aspects of what may occur when asking for help. (15 mins)
· Once participants are happy with their dialogues invite one pair to perform their dialogue to the rest of the group. (2 mins)
· Once they have read through it once, ask participants to repeat it. This time, as they do, participants observing are encouraged to shout ‘stop’ when they hear something that could prevent the woman from speaking further. The participant who interrupts offers what they would like to hear. The suggestion is incorporated into the dialogue. The process is repeated until the ‘ideal’ situation has been reached.
(Allow approx. 10 mins per dialogue explored)
Cooler:
Total Time: 8 mins
· Either as a group or participants discussing in pairs clarify what they understand by ‘state actor’, ‘non-state actor’, ‘due diligence’ and ‘state accountability are and the importance of these concepts to work on ending VAW. (8 mins)
SESSION 7: